THE USE of COMIC STRIPS in IMPROVING STUDENTS’ READING COMPREHENSION of NARRATIVE TEXTS : A Quasi-Experimental Research in Eight Grade Students of a Junior High School in Bandung.

(1)

THE USE of COMIC STRIPS in

IMPROVING STUDENTS’

READING COMPREHENSION of NARRATIVE TEXTS

(A Quasi-Experimental Research in Eight Grade Students of a Junior High School in Bandung)

A RESEARCH PAPER

Submitted to English Department of FPBS UPI Bandung as a Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree

By:

RANGGA DARMAWAN

0608972

DEPARTEMENT OF ENGLISH EDUCATION

FACULTY OF LANGUAGE AND ART EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

2013

(2)

The Use of Comic Strips in Improving

Stude ts’ Readi g Co prehe sio of

Narrative Texts

Oleh Rangga Darmawan

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Desember 2013

Hak Cipta dilindungi undang-undang.

(3)

PAGE OF APPROVAL

The Use of Comic Strips in Improving Students’ Reading Comprehension of

Narrative Texts

(A Quasi-Experimental Research in Eight Grade Students of a Junior High School in Bandung)

Rangga Darmawan 0608972

Approved by

First Supervisor Second Supervisor

Dr. Wachyu Sundayana, M.A. Budi Hermawan, S.Pd., M.PC. NIP. 1958020819860110011 NIP. 197308072002121002

Head of English Education Department

Prof.Dr.H.Didi Suherdi, M.Ed. NIP. 196211011987121001

(4)

ABSTRACT

The study aims to investigate the use of comic strips in improving students’ reading comprehension of narrative texts and to investigate the students' responses toward the use of those comic strips.

Analysis of the study revealed that by using comics in the classroom was because of their visual appeal, efficiency, and power of message (Fay, 2009). Moreover, it discovered that reading comprehension, in its most obvious sense, was the ability to understand information in a text and interpret it appropriately (Grabe and Stoller, 2002, p. 17). Besides that, on journal whether the effect of comic strip using on reading comprehension of EFL students (Merc, 2013). This journal found that using comic strips improve high proficient students significantly. And to achieve these aims, quasi-experimental research design was employed. The data were gathered from eighth grade students in a junior high school in Bandung. Two classes contained 60 students were taken and divided into experimental and control group. Some instruments like pre-test - post-test and questionnaire were employed to collect the data.

From the findings, it is shown that the effectiveness of Comic Strips succeed to improve the students’ reading comprehension as indicated by the statistical scores in the post test of the experimental group (M= 66.63), SE (2.27), and the post test of the control group (M= 45.30), SE (1.77). At the end of the study, both groups indicated to experience improvement, but experimental group showed more advanced enhancement indicated by their four times larger effect size. It also indicated good responses from the 90% of the students. Furthermore, this study also figured out some factors which influence those students’ improvement. Those factors were media and teacher. Therefore, those factors are needed to be concerned before the comic strips are implemented in the teaching learning process.

(5)

ABSTRAK

Pembelajaran ini ditujukan untuk menginvestigasi penggunaan potongan komik dalam meningkatkan pemahaman membaca siswa dalam teks naratif dan untuk menginvestigasi tanggapan siswa terhadap penggunaan potongan komik tersebut. Analisis pembelajaran terungkap bahwa penggunaan komik di ruangan kelas karena pertimbangan visual, effisien, dan kekuatan pesan ( Fay, 2009). Lebih jauh lagi, menjelajahi pemahaman membaca adalah kemampuan untuk memahami informasi dalam text dan menterjemahkan sewajarnya ( Grabe and Stoller, 2002, p.17). Disamping itu, dalam jurnal efek potongan komik yang digunakan di pemahaman membaca dari siswa EFL (merc, 2013) ditemukan bahwa menggunakan potongan komik menjadikan tingginya kecerdasan siswa.

Dan untuk mencapai tujuan penelitian ini, model penelitian quasi-experimental dipergunakan. Data dikumpulkan dari siswa SMP kelas 8 di Bandung. Mengambil dua kelas yang masing - masing terdiri dari 60 siswa dan terbagi ke dalam kelompok eksperimen dan control (biasa). Beberapa alat seperti pre-test, post-test dan questionnaire digunakan untuk mengkoleksi data.

Dari temuan , ini menunjukkan bahwa keefektifan dari potongan komik sukses meningkatkan pemahaman membaca siswa sebagai indikasi oleh skor statisitik dalam post test dari kelompok ekperiment (M= 66.63), SE (2.27), dan post test dari kelompok control (biasa) (M=45.30), SE (1.77). Di akhir pembelajaran, kedua kelompok mengindikasikan kemajuan pengalaman, tapi kelompok eksperimen menunjukkan peningkatan lebih maju ditandai dengan empat kali lebih besar effect size. Ini juga ditandai tanggapan bagus dari 90% siswa. Selanjutnya, pembelajaran ini juga berkembang beberapa faktor yang mana mempengaruhi kemajuan siswa. Diantaranya faktor media dan guru. Oleh karena itu, faktor ini perlu untuk diperhatikan sebelum potongan komik diterapkan dalam proses pembelajaran.

(6)

Approval... i

Statement of Authorization... ii

Preface... iii

Acknowledgement... iv

Abstract... ... vi

Table of Contents... vii

List of Figures... xi

List of Table... xii

CHAPTER I: INTRODUCTION... 1

1.1 Background... 1

1.2 The Scope of the Research... 3

1.3 Research Questions... 3

1.4 The Aim of The Research... 3

1.5 Research Methodology... 3

1.6 Clarification of Term... 5

1.7 Organization of the Paper... 6

CHAPTER II: THEORETICAL FOUNDATION 2.1 Reading Theory... 8

(7)

Rangga Darmawan, 2013

2.3 General Concept of Narrative Text... 16

2.3.1 Definition of Narrative Text... 16

2.3.2 General Structure of Narrative Text... 18

2.4 Previous Studies... 20

CHAPTER III: RESEARCH METHODOLOGY... 3.1 Research Design... 22

3.2 Population and Sample... 24

3.3 Data Collection... 24

3.3.1 Research Instrument... 24

3.3.1.1 Pre-test... 25

3.3.1.2 Post-test... 25

3.3.1.3 Questionnaire and Interview... 25

3.4 Research Procedures... 26

3.4.1 Preparation... 27

3.4.2 Instrument Try Out... 27

3.4.3 Pre-Test... 27

3.4.4 Treatment... 27

3.4.5 Post-Test... 28

3.4.6 Interview and Questionnaire... 28

3.5 Data Analysis... 29

3.5.1 Scoring... 29

(8)

3.5.2.1 Validity... 30

3.5.2.2 Reliability... 32

3.5.2.3 Difficulty Index... 33

3.5.2.4 Discrimination Index... 33

3.5.3 Data Analyses on Pre-test and Post-test... 35

3.5.3.1 Testing The Normal Distribution... 36

3.5.3.2 The Variance Homogeneity... 37

3.5.3.3 t-test Computation... 37

3.5.3.3.1 The Independent t-test on pre-test... 38

3.5.3.3.2 The Independent t-test on post-test... 39

3.5.3.3.3 Dependent t-test... 40

3.5.3.4 Calculation of the effect size... 42

3.5.4 Data analysis on Interview and Observation... 42

CHAPTER IV: FINDING AND DISCUSSION 4.1 Findings………... 43

4.1.1 Pre-test Score...………. 43

4.1.1.1 Normality of Distribution Test... 44

4.1.1.2 The Homogeneity of Variance Test... 45

4.1.1.3 The Independent t-test ………... 46

4.1.2 Post-test Score……… 47

4.1.2.1 Normality of Distribution Test………... 47

(9)

Rangga Darmawan, 2013

4.1.2.3 The Independent t-test... 49

4.1.3 Experimental Group Score………...………. 51

4.1.3.1 The Dependent t-test... 51

4.1.3.2 Calculation of the Effect Size... 52

4.1.4 Control Group Score... 53

4.1.4.1 Dependent t-test... 53

4.1.4.2 Calculation of the Effect Size... 54

4.1.5 Result of Questionnaire... 55

4.1.6 Result of Interview... 56

4.2 Discussion... 57

CHAPTER V: CONCLUSIONS AND SUGGESTIONS... 60

5.1 Conclusion... 61

5.2 Suggestion... 63

REFERENCES... 65 APPENDICES

(10)

LIST OF TABLES

Table 3.1 The Quasi-Experimental Design... 23

Table 3.2 r Coefficient Correlation (Validity)... 30

Table 3.3 The Result of Validity Test... 30

Table 3.4 Criteria of difficulty Index... 32

Table 3.5 Criteria of Discrimination Index... 33

Table 3.6 Discrimination Index... 33

(11)

Rangga Darmawan, 2013

CHAPTER I INTRODUCTION

This chapter provides a general outline of this study. It covers background of the study, scope of the study, statement of problems, aims of the study, research method, data collection, data analysis, clarification of terms, and also organizations of the paper.

1.1 Background of the study

In studying English, learners are supposed to master the four language skills; listening, speaking, reading, and writing. However, in relation to getting information from texts, reading maybe more important than other skills. According to Smith (1999) reading is the ability to draw meaning from the printed page and interpret this information appropriately.

In the context of Indonesia, students are expected to read many types of text, including narrative text. Narrative is a text that tells a story written in order to gain readers’ interest by entertaining them. According to Gabriel (2000), story can be seen as particular types of narrative. To help students able to comprehend narrative text, teacher should act as the facilitator. Nevertheless, a lot of teachers often teach without paying attention to students’ comprehension strategies. Reading activities in classroom are only often about asking students to read a text and let them answer teachers’ question based on what they read. One way to

(12)

create interesting situation in reading class is by using picture, game, song, poster and also comic strips.

A comic strip is a series of pictures inside boxes that tell a story. According to Eisner (1985:5), Comics are “the arrangement of pictures or images and words to narrate a story or dramatize an idea”. McCloud (1993:9) pointed out that comics are “juxtaposed pictorial and other images in deliberate sequences, intended to convey information and/or produce an aesthetic response in the viewer”. It can be concluded that comics are a combination of text and picture to tell a story or information.

Studies investigating by Liu (2004) states that on their journal whether the use of comic strips significantly improves the performance of low-level students but had little impact on the performance of high-level participants. This study suggests that the reading comprehension of the low-level students greatly facilitated when the comic strip repeat the information present in the text. Another study investigating by Merc (2013) states that the effect of comic strip using on reading comprehension of EFL students. These studies find that high proficient students significantly better than low proficient students.

In the context of Indonesia, studies on the use of comics have focused on writing skill. Studies investigating by Purwanitasari (2010) found that the effect of using comic strips to improve the ability of students of junior high school in Malang in writing recount text, another study investigating by Karunia (2011) found that the effectiveness of using comics in teaching writing narrative text. So

(13)

Rangga Darmawan, 2013

the writer expects that using comic strips give more contribution to the development of teaching reading.

The present study investigates whether or not the use of comic strips is effective in teaching reading comprehension of narrative texts in junior high school and to find out students’ responses toward the use of comic strips in improving students’ reading comprehension of narrative texts.

1.2 Scope of the study

The study will only focus on investigating whether or not the use of comic strips is effective to improve students’ reading comprehension of narrative texts and to find out students’ responses toward the use of comic strips in improving students’ reading comprehension of narrative texts.

1.3. Statement of the problem

The study is conducted to answer the following questions:

1. Can the use of comic strip in teaching reading improve students’ reading comprehension of narrative texts?

2. What are students’ responses toward the use of comic strips in improving reading comprehension of narrative texts?

1.4 Aims of the study

The study is aimed to see if the use of comic strips is effective to improve the reading comprehension of narrative texts and to find out students’ responses

(14)

toward comic strips in improving students’ reading comprehension of narrative texts on junior high school.

1.5 Research methodology

1.5.1 Research Design

This study is quantitative in nature. It uses quasi experimental design. Hatch & Farhady (1982: p. 24) state that quasi experimental design is practical compromises between true experimentation and the nature of human language behaviour which we wish to investigate. Best (1989) states that this design is used to test the hypothesis by acquiring valid conclusion of the relationship between independent variable and dependent variable.

The experimental design in the study is described in the following table: Table 1.7.1

The Quasi-Experimental Design

Group Pre-test Treatment Post-test

Experimental Xe 1 T Xe 2

Control Xc 1 O Xc 2

Xe 1 : Students’ reading scores of experimental group on pre-test Xc 1 : Students’ reading scores of control group on pre-test T : Comic strips treatment

O : Non- Comic strips treatment

Xe 2 : Students’ reading scores of experimental group on post-test Xc 2 : Students’ reading scores of control group on post-test

(15)

Rangga Darmawan, 2013

1.5.2 Data collection procedure

The data were collected from pre test and post test administered to students. The purpose of the test is to measure the students’ comprehension in reading. Pre-test was administered in the beginning, and post-test was held at the end of the treatment. The value of its validity and reability is required before applying the instrument to experimental and control group. In addition, an observation and interview were conducted at the end of the study to find out the use of comic strips improve students’ reading comprehension of narrative texts.

1.5.3 Data analysis

In analyzing the data, several statistical processes are involved in this study. The first step is analyzing the validity, reliability, difficulty index, and discrimination index of the instrument. The next step is by using the statistical formula t-test to analyze the experimental and control groups’ scores in pre-test and post-test in order to find out whether there is significant improvement in students’ scores or not. In addition, to find out the result of students’ responses toward the use of comic strips in the learning process, the percentage scale formula by Riduwan (2009) is administered to calculate the percentages of students’ responses. Then, in interpreting the results, response percentage classification by Ali (1985 cited in Rahmawati, 2011) is conducted in this study.

(16)

1.6 Clarification of terms

1. Effectiveness

Effectiveness is measured based on t-test, which determines whether there is significant difference between the means.

2. Reading

Reading is the process of constructing meaning from written texts.

3. Reading Comprehension

Reading comprehension is defined as the level of understanding of a writing text. In this case reading comprehension allows them to understand what text being written.

4. Comic Strips

Comic strips are juxtaposed pictorial and other images in deliberate sequence intended to convey information and or to produce an aesthetic response in the viewer (Mcloud 1993:9)

5. Experimental research

Experimental research is the study of testing or finding out whether or not two variables have a cause effect relationship. In the research, the dependent variables students contribution and independent variable consist

(17)

Rangga Darmawan, 2013

of two method is called experimental group and another one which in contrary is called control group.

6. Narrative

Narrative is telling a story. Its social function is to entertain or amuse the readers. (Sadler and Hayllar 2000),

1.7 Organizations of the paper

The paper will be presented into five chapters. The chapter will be subdivided into subtopics that will elaborate the issue given.

 Chapter 1 is Introduction. It comprises background of the study, scope of the study, statement of problems, aims of the study, research method, data collection, data analysis, clarification of terms, and also organizations of the paper.

 Chapter 2 is Theoritical Foundation presents the theoretical foundation on the issue that is relevant to the present study.

 Chapter 3 is Research Methodology. It comprises method of research, the data collection, and data analysis.

 Chapter IV is Findings and Discussion presents the result of data collection, data presentation, explanation the result of data analysis.  Chapter V is Conclusions and Suggestions which draw conclusion from

(18)

CHAPTER III

RESEARCH METHODOLOGY

This chapter elaborates the methodology applied in the study. The discussion of this chapter includes research design, population and sample of the research, data collection, research procedures, and data analysis.

3.1 Research Design

This study uses quasi-experimental design. Jackson (2009, p.318) states that it was taken because the participants of this study were not chosen randomly, but they were already part of the groups In this case, the groups were class VIII-A and VIII-B. Furthermore, this study provided pre-test - post-test to both experimental and control group.

According to (Hatch and Farhady 1982:21) two classes were taken as the sample classes; those were labeled as the experimental group and control group. The first group (e1) as the experimental group was given a pre-test (X1), treated by using comic strip (T), and then provided a post-test (X2). The second group (c1) as the control group was given a pre-test (X1), treated by using conventional teaching (O) and a post-test (X2. Here is the representation of the design:

(19)

Rangga Darmawan, 2013

Table 3.1

The Quasi-Experimental Design

Group Pre-test Treatment Post-test

Experimental Xe 1 T Xe 2

Control Xc 1 O Xc 2

Xe 1 : Students’ reading scores of experimental group on pre-test Xc 1 : Students’ reading scores of control group on pre-test T : Comic Strips treatment

O : Non- Comic Strips treatment

Xe 2 : Students’ reading scores of experimental group on post-test Xc 2 : Students’ reading scores of control group on post-test

(Hatch and Farhady, 1982:21)

. The table shows that both classes were given pre-test and post-test, but the difference is in giving treatment. In experimental group, comic strip was given as a treatment to the students in the teaching learning process. And control group, conventional teaching (Three-phases-steps) was given as a treatment in teaching learning process. After treatments nave been given to experimental group, both experimental and control group were given the post-test in order to find out the result of using comic strip that could achieve a higher score than conventional teaching (Three-phases-steps).

(20)

3.2 Population and Sample

The population of this study was all students of second grade in one junior high school in Bandung; consist of 60 students of second grade. To determine the sample of this study, the sampling technique used was purposive sampling. Purposive sampling is a sampling technique with particular consideration (Sugiyono, 2010: 85). This study took two classes as the sample of the study. They were class VIII-A and VIII-B. However, only 30 students from each class were taken to be the sample of this study. The first 30 students from class VIII-A participated as experimental group and other 30 students taken from class VIII-B participated as control group. The focus of this study was on improving students’ reading comprehension of narrative texts. Based on that condition, the chosen subjects were eighth-grade students as they were studied.

3.3 Data Collection 3.3.1 Research Instrument

In this study, pre-test and observation were to gain the information about the prior reading proficiency of the students from both groups. Then a post-test, interview and a set of questionnaire were distributed to obtain more information about the way comic strip in improving students’ reading comprehension. The entire study instrument used to investigate the effectiveness of comic strips in reading comprehension.

(21)

Rangga Darmawan, 2013

3.3.1.1Pre-test

Pre-test was given to both experimental and control group in the beginning. It was aimed to find out the initial differences between experimental and control groups as they have similar level in reading skill before receiving the treatment.

3.3.1.2Post-test

A post-test was conducted to find out the students’ progress in reading comprehension. The post-test procedure was similar to the pre-test procedure. The post-test was held in both control and experimental classes.

3.3.1.3Questionnaire

Questionnaire was given only to the experimental group who has experienced the treatment of the use of comic strips during their learning process. The questionnaire given was aimed to find out the way of using comic strips in improving students’ reading comprehension of narrative texts in their teaching learning process. The questionnaire consisted of 10 closed-ended questions. According to Beins (2012:264) Closed-ended question is a question that contains a set of answer that a respondent chooses.

3.3.1.4Interview

Interview is a technique of verbal communication. It is a communication for getting the information. According to Knupfer and McLellan (cited in Grace, 2001), interviews provide an opportunity to follow a line of questioning to obtain

(22)

more in-depth information. Interview was given only to the experimental group who has experienced the treatment. The interview in this study is addressed to find out the use of comic strips in improving students’ reading comprehension of narrative texts.

3.4 Research Procedures 3.4.1 Preparation

This study was planned for eight meetings. The first meeting was used to conduct a tryout of the instruments of this study. The next meeting was used to conduct the pre-test and the third to seventh meetings were allocated to implement the lesson in the classroom. The post-test and interview were administered in the rest two meetings.

A preparation in doing the research in this study involved designing lesson plan and preparing materials. There were four lesson plans design to be implemented in the treatment of the use of comic strip for experimental group. The lesson plans were designed based on 2006 English School-Based Curriculum for eighth grade students. The four lesson plans were all based on the standard competence and competence of descriptive text learning. In addition, for the control group, the lesson plans were designed similar to the experimental one. The differences were on the learning media and materials used.

Learning materials in teaching learning process of the experimental group included narrative texts, comic strips handout and the limited authentic materials available in the classroom that were related to the topic. On the other side, the

(23)

Rangga Darmawan, 2013

learning materials used in the teaching learning process in the control group included narrative texts and handout that were related to the topic.

3.4.2 Instrument of Try Out

In the very beginning, the instrument test was administered to students outside the experimental and control group in order to measure the validity, reliability, difficulty level, and discrimination level of the instruments employed. The try out was administered in another class which was not involved during the research process

3.4.3 Pre-test

Pre-test was administered to both experimental and control group in the first meeting. It was aimed to find out the initial ability of students’ reading comprehension of narrative texts. 60 students from the experimental and control group took the test.

3.4.4 Treatment

The treatment program was done in four meetings in the experimental group. The use of comic strips in improving students’ reading comprehension of narrative texts was provided as the treatment to the experimental group. It was aimed to improve students’ reading comprehension. The treatment program in the control group was done in four meetings. Four meetings in the control group showed the same pattern of teaching.

(24)

Post-test was administered to 60 students of both experimental and control group in the last two meetings. It was held at the end of treatment, because it was aimed to find out the students’ progress in term of their reading comprehension after getting the treatment. In other word, the post-test could be the data to help this study in finding out whether there are any differences between the experimental group who was treated with the use of comic strips and the control group who was treated with the text alone.

3.4.6 Questionnaire

In the last meeting from the whole eight meetings, the chance was used to administer the questionnaire to students. The questionnaire discussed about reading comprehension and the use of comic strips in the teaching learning process. So, the questionnaire was administered to the experimental group only who had experienced the treatment of the use of comic strips in their learning process.

3.4.7 Interview

In the last meeting, the interview was administered to find out the advantages and disadvantages about using comic strips in improving students’ reading comprehension of narrative texts.

3.5 Data Analysis

The data analysis included the scoring technique, data analysis on instrument tryout, data analysis on pre-test and post-test results, and data analysis on the results of the interview.

(25)

Rangga Darmawan, 2013

3.5.1 Scoring on instruments try out, pre-test and post-test

According to Arikunto (2003) there are two types of formulas that can be used in the process of scoring and data. They are punishment and formula with no punishment. This study used the formula with no punishment.

S = R

Where: S = Score

R = Right Answer

(Arikunto, 2003)

3.5.2 Data Analysis on Instrument Try Out

The aim of analyzing the instrument of try out was to investigate its validity, reliability, difficulty level, and discrimination level. It was uses since good instrument test was required to measure the proficiency level of English language learners.

3.5.2.1 Validity

To find out the validity of instrument items, this study conducted Pearson’ Product Moment Correlation. The calculation process used SPSS v.17.0. Correlation technique is one of the techniques that are mostly used by researchers to find out the validity of instrument items (Masrun, 1979 cited in Sugiyono 2010:

(26)

133). Therefore, the process of calculation follows SPSS 17.00 for windows. The criteria of validity were shown in the table 3.6.2.1:

Table 3.2

r Coefficient Correlation (Validity)

Raw Score Interpretation

0.8 – 1.0 Very high

0.6 – 0.8 High

0.4 – 0.6 Moderate

0.2 – 0.4 Low

0.0 – 0.2 Very Low

(Arikunto, 2002)

Table 3.3

The Result of Validity Test

Item Number Validity Score Interpretation

1,2,3,4,5,6,7,8,9,10,11,12,13,14, 15,16,17,19,20,21,22,23,24,25,2 6,27,28,29,30,31,32,33,34,35,36, 37,38,39,40.

Correlation coefficient > 0,3 Valid

(27)

Rangga Darmawan, 2013

Based on the table above, 39 items were valid and 1 item was stated not valid. The valid items could be used as research instrument. So, the total items that could be used as the instrument in this study were 39 items.

3.5.2.2 Reliability

According to Arikunto (2003: 86) a good instrument is instruments which consistently can give data that matched with the reality Therefore, a reliability test was required to find out whether the instrument test of this study could provide consistent result of the data or not.

To find out the reliability of the instrument test, this study uses two kinds of method. This study has two kinds of questions type. It was objective and subjective questions (essay). To test the reliability of subjective questions (essay) could not use the same way as objective questions in reliability test (Arikunto, 2003: 109). Therefore, Spearman-Brown formula was used to test the reliability of objective questions, number 1 to 20 and Cronbach’s Alpha was used for subjective questions from number 21 to 40. In calculating the data, SPSS v.17.0 was used in this study. Furthermore, in interpreting the result, the criteria of correlation coefficient interpretation by Sugiyono (2010) was used in this study.

The result of reliability test for objective questions by conducting Spearman-Brown formula in SPSS v.17.0 showed that the instrument has moderate level of reliability. The score was at 0,532. While, the result of reliability test for subjective questions by using Cronbach’s Alpha in SPSS v.17.0

(28)

showed that the instrument had very high level of reliability. The score was at 0,967.

3.5.2.3 Difficulty Index

In order to give an appropriate and acceptable test for students, analyzing the level of difficulty test items was required to be done in this study. The computation of difficulty index test on instrument try out employed Anates v.4. In interpreting the result, the criteria of difficulty index interpretation by Arikunto (2009) was used in this study. In addition, the following formula is used to calculate the index of difficulty of an item.

FV= R N

FV = Facility/ Index of difficulty R = The number of correct answers

N = The number of students taking the test

Table 3.4

Criteria of difficulty Index

Index of Difficulty Difficulty Degree

0.00 – 0.30 Difficult item

0.30 -0.70 Moderate item

0.70 – 1.00 Easy item

(29)

Rangga Darmawan, 2013

The discrimination index was used to measure the extent of which items that differentiate the students who gained higher scores and those who gained lower scores. To find out the discrimination index of the instrument in this study, Anates v.4 was used to calculate it. Furthermore, in interpreting the result, the criteria of discrimination index interpretation by Arikunto (2009) was used in this study. Heaton (1995: p. 179) states that the discrimination index of an item indicates the extent to which the item distinguishes between the tests, separating the more able tests from the less able. The following formula is used to calculate the discrimination index of an item:

D= Correct U – Correct L

n Where:

D = Discrimination Index U = Upper half

L = Lower half

n = Number of students in one group; n= ½ N

(Heaton, 1995: p. 179) Table 3.5

Criteria of discrimination index Discrimination Index Interpretation

00.00 – 0.20 Poor

0.20 – 0.40 Moderate

0.40 – 0.70 Good

0.70 – 1.00 Excellent

(30)

The Result of Discrimination Index Test

Item Number Raw Score Interpretation

- 0.00 < D ൑ 0.20 Poor

5,7,12,13,14,15,16. 0.20 < D ൑ 0.40 Moderate

1,3,4,9,19,20 0.40 < D ൑ 0.70 Good

2,6,8,10,11,17,21,22,23,24,25,26,27,28,29, 30,31,32,33,34,35,36,37,38,39,40.

0.70 < D ൑ 1.00 Excellent

Based on the table above, there was no item that was marked “poor”. While, 7 items were marked “moderate” in discrimination index test, 6 items were stated “good” in discrimination index test, and 26 items were stated “excellent” in discrimination index test. In sum, the most items on the instrument of this study were stated “excellent” in discrimination index based on the criteria of Arikunto (2009).

3.5.3 Data Analysis on Pre-test and Post-test

In order to find out whether there was significant different between the experimental and control group, the data of pre-test – post-test from both groups have to be analyzed. The analyzing processes in this study intended to use t-test formula. However, before performing the t-test formula, the data were ensured to meet the conditions required. The requirements of using t-test are as follow: the data are interval-ratio scale, the underlying distributions are bell-shaped (normally distributed), the observations are independent, and the variance of the two groups must be homogenous (Jackson, 2009: 234). In addition, the conditions required of

(31)

Rangga Darmawan, 2013

using dependent t-test were actually similar to the independent t-test, except the requirement that the observations are independent. The assumption for dependent t-test was the observations were not independent, but the observations were correlated or dependent (Jackson, 2009: 239).

3.5.3.1 Normality Distribution Test

In the aim to find out if the data were normally distributed, Kolmogrov - Smirnov’s formula in SPSS v.17.0 was used. In addition, the hypotheses to test are as follow:

Hypothesis in experimental group:

Ho = The scores of experimental group are normally distributed. H1 = The scores of experimental group are not normally distributed.

Hypothesis in control group:

Ho = The scores of control group are normally distributed. H1 = The scores of control group are not normally distributed.

The interpretation of the result was based on the level of significant 0,05. If the result is higher than 0,05, then H0 is not rejected or in the other word that

the data are normally distributed. Whereas, if the result is lower than 0,05, H0 is

rejected (Priyatno, 2010: 71).

(32)

The next step to meet the requirement of using t-test formula was to find out whether the data were homogenous or not. Levene’s test in SPSS v.17.0 was used to find it out. In addition, the hypothesis to test is as follow:

Ho = The scores of both experimental and control group are homogenous.

H1 = The scores of both experimental and control group are not homogenous.

The interpretation of the result to find out whether the data were homogenous or not were based on the level of significant 0,05. If the result is higher than significant level 0,05, then H0 is not rejected. Meanwhile, if the result

is lower than 0,05, then H0 is rejected or in the other word that the data are not

homogenous (Priyatno, 2010: 76). 3.5.3.3 t-test Computation

This study uses some statistical process of t-test to analyze the data, such as: independent t-test for pre-test, independent t-test for post-test, dependent t-test for experimental group, and dependent t-test for control group. This t-test is a parametric inferential statistical test of the null hypothesis (Jackson, 2009: 184). In addition, null hypothesis or H0 is the hypothesis that predicting no difference

exists between the groups being compared (Jackson, 2009: 166).

3.5.3.3.1 Independent t-test Computation on Pre-test

Independent t-test uses to calculate the data from pre-test of both experimental and control group. In detail, the independent t-test was used to compare means of pre-test scores of both experimental and control group.

(33)

Rangga Darmawan, 2013

Independent t-test is a parametric statistical test that compares the means of two different samples of participants (Jackson, 2009: 227). It was aimed to find out whether there was significant different or not between both groups’ initial ability before the groups were given the treatments.

In this study, the independent t-test was analyzed by using SPSS v.17.0. The significance level used in independent t-test was 0,05 (two-tailed test of significance). In addition, the hypothesis to test is as follow:

Ho = There is no significant different between the means of pre-test scores of both experimental and control group.

Ha = There is significant different between the means of pre-test scores of both

experimental and control group.

The testing criterions are as follow:

Ho is not rejected if -tcrit൑ -tobt or tcrit൒ tobt

Ho is rejected if -tobt < -tcrit or tobt > tcrit

And

Ho is not rejected if significant > 0,05 Ho is rejected if significant < 0,05 (Priyatno, 2010: 36)

3.5.3.3.2 Independent t-test Computation on Post-test

The use of independent t-test in test was to compare means of post-test scores of both experimental and control group. It was aimed to find out

(34)

whether there was significant difference or not between both groups’ ability after the groups experienced the treatments in their learning process.

As in the pre-test analysis, SPSS v.17.0 was also used this computation to analyze the independent t-test. The significance level used was at 0,05 (two-tailed test of significance). The hypothesis to test is as follow:

H0 = There is no significant different between the means of post-test scores of

both experimental and control group.

Ha = There is significant different between the means of post-test scores of both

experimental and control group.

The testing criterions are as follow:

Ho is not rejected if -tcrit൑ -tobt or tcrit൒ tobt

Ho is rejected if -tobt < -tcrit or tobt > tcrit

And

Ho is not rejected if significant > 0,05 Ho is rejected if significant < 0,05 (Priyatno, 2010: 36)

3.5.3.3.3 Dependent t-test

The dependent t-test was used to find out whether there was significance different or not between pre-test and post-test. Dependent t-test is a parametric statistical test that compares the means of two related (within or matched-participants) samples (Jackson, 2009: 234).

(35)

Rangga Darmawan, 2013

3.5.3.3.3.1 Dependent t-test on the Experimental Group Score

The dependent t-test on the experimental group was used to find out whether there was significance different or not between pre-test and post-test after the group had experienced the treatment of the use of comic strip in this study.

The dependent t-test computation used SPSS v.17.0 in calculated the data. The significance level used was at 0,05 (two-tailed test of significance). In addition, the hypothesis to test is as follow:

Ho = There is no significant different between pre-test and post-test after treatment.

Ha = There is significant different between pre-test and post-test after treatment.

The testing criterions are as follow:

Ho is not rejected if -tcrit൑ -tobt or tcrit൒ tobt

Ho is rejected if -tobt < -tcrit or tobt > tcrit and,

Ho is not rejected if significant > 0,05 Ho is rejected if significant < 0,05 (Priyatno, 2010: 41)

3.5.3.3.3.2 Dependent t-test on the Control Group Score

The dependent t-test on the control group was used to find out whether there was significance difference or not between pre-test and post-test after the group had experienced the treatment of the use of text alone in this study.

As in the experimental group, the dependent t-test computation on control group was used SPSS v.17.0 too in calculated the data. The significance level

(36)

used was at 0,05 (two-tailed test of significance). Moreover, the hypothesis to test is as follow:

Ho=There is no significant different between pre-test and post-test after treatment. Ha =There is significant different between pre-test and post-test after treatment.

The testing criterions are as follow:

Ho is not rejected if -tcrit൑ -tobt or tcrit൒ tobt

Ho is rejected if -tobt < -tcrit or tobt > tcrit And

Ho is not rejected if significant > 0,05 Ho is rejected if significant < 0,05 (Priyatno, 2010: 41)

3.5.3.4 Calculation of the Effect Size

In order to measure how well the treatment worked in this study, calculation of the effect size was employed. In order to determine the effect size in the independent t-test, a correlation coefficient of effect size can be derived as presented below:

Where: r= effect size

t= tobt or t value from the calculation of independent t-test df= N1+N2-2

(37)

Rangga Darmawan, 2013

(From Rosenthal, 1991, p.19) After obtaining the value of r, the score was matched with the following scale to interpret the effect size. According to Coolidge (2000) the effect size has positive correlation to its value, the larger effect size value, the larger impact of treatment

Table 3.7 Effect size value

Effect size r value

Small 0.100

Medium 0. 243

Large 0.371

(Coolidge, 2000; p 151)

3.5.3.4.1 Calculation of the Effect Size on the Dependent t-test

Jackson (2009: 238) states that the computation of effect size should be conducted for the dependent t-test Cohen’s d formula was used to calculate the effect size on dependent t-test. The Cohen’s d formula for dependent t-test is as follow:

(38)

Where: = The mean of the difference scores

= The standard deviation of the difference scores

(Jackson, 2009: 238)

In interpreting the result, the criteria of effect size by Cohen (1992) was adopted. The criteria are as follow: a small effect size is one of at least 0,20, a medium effect size is at least 0,50, and a large effect size is at least 0,80 (Cohen, 1992 cited in Jackson, 2009: 238).

3.5.4 Data Analysis on Questionnaire

In analyzing the students’ responses about the vocabulary learning and the use of audio visual aids in their English learning process, the questionnaire was analyzed by using this below percentage formula:

Where: P = Percentage

fo = Frequency observed

n = Number of sample

(Riduwan, 2009)

In interpreting the result of percentage computation above, the classification percentage by Rahmawati (2011) was used to classify it.

(39)

Rangga Darmawan, 2013

In analyzing the data of interview, the interview data were transcribe to obtain the information about the way of using comic strips in improving students’ reading comprehension of narrative texts. This was aimed to find out the advantages and disadvantages of using comic strips which had been used in learning reading comprehension of narrative texts.

(40)

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter provides conclusion drawn from the entire study as well as suggestions for further study and related parties.

5.1 Conclusions

This study is to investigating the use of comic strips in improving

students’ reading comprehension of narrative texts. Besides, it is also meant to see

the way comic strips improve students’ reading comprehension of narrative texts.

The findings of the present study showed that the use of comic strips indicated can support reading comprehension acquisition. Besides, it was also helps the students to do better in their understanding reading, especially in narrative texts.

Furthermore, the findings of this study indicate some factors that influence the result of the reading teaching learning process, in this case the students’ reading comprehension. Those include positive and negative factors. To be more specific, the positive factors lead to the students’ reading comprehension improvement. Differently, the negative ones can resist the improvement. Those factors are categorized into media and teacher factors.

The findings of this study indicate that the use of comic strips is effective for the students. It could be a good media when the comic strips present most of reading comprehension that are still new for the students. In this case, the media

(41)

Rangga Darmawan, 2013

become inappropriate media for enhancing the students’ reading comprehension. Besides, the comic strips selected should facilitate the students in comprehending the meaning of the required words. For instance, the image, picture, or even comic strips should be able to illustrate the meaning of those words. In addition, the spoken text or words should be clear to hear and match with the level of the students.

The way the teacher delivers the reading comprehension through comic strips should be considered thoroughly. The appropriate media mentioned above could be useless if the teacher could not organize and convey it well to the students. When the media is not delivered well and not in attractive way, the students will difficult getting some improvements on their reading comprehension and easily get bored during the teaching learning process. They will tend to only act as a viewer or listener. However, the findings of this study indicate that the teacher should competent in organizing and delivering the comic strips materials

to the students. The teacher’s preparation is the key to be competent in organizing

and delivering the comic strips materials. It indicates that prepared teacher, could easily delivered the learning materials well to the students in the teaching learning process.

Moreover, when both media and teacher well support each other, the outcome is significantly improve students’ reading comprehension. With the appropriate comic strips prepared and delivered well by the teacher, it could be a

(42)

performances in the classroom could lead to their vocabulary improvement. Therefore, those factors are needed to be fully concerned in the investigated of comic strips in order to improve the students’ reading comprehension of narrative texts successfully.

Based on those findings on interview and questionnaire, the result of the study shows some positive responses. Therefore, most of the students were interested, motivated, and fun in teaching learning process.

5.2 Suggestions

For teachers interested in additional reading on the topic of improving

students’ reading comprehension through the use of comic strips, this study provides some suggestions that might be useful for them in implementing the comic strips. The teachers are suggested to choose, develop, or may be create the comic strips materials that are indicated could provide the comprehension of the reading and match with the students’ level and interest in order to motivate the students to actively contribute in the teaching learning process.

In addition, to avoid the useless implementation of the comic strips in the classroom, the teachers need to be more careful in choosing, developing, or creating the comic strips. The teachers not only should consider about the

students’ need and level, but the teachers also should concern about the comic strips used to facilitate the students’ comprehension of the words meaning. It could affect their performance in delivering those comic strips materials to the

(43)

Rangga Darmawan, 2013

students. Well collaboration of the good comic strips use and the good teachers’ performance will make the teaching learning process more meaningful.

Furthermore, for anyone who is interested to conduct a study in the same field with this study, may better find another effective ways to implement comic strips to the students. To create effective teaching learning process of reading comprehension through comic strips, the further study better to interview for the students to find out what the students are interested in before the media is selected, developed, or created. It is intended to make the comic strips prepared

match both the students’ need and interests. Besides, they could investigate first the reading comprehension of the students, which discover what comprehension

that the students’ already know. Because when we already know it, those comic strips can be useful to be used in the language teaching learning process.

(44)

REFERENCES

Akhiradewi, Nopita. 2006. Pembelajaran Menulis Cerpen Dengan Menggunakan

Media Komik Pada Siswa Kelas X SMAN 7 Bandung Tahun Ajaran 2005/2006. FPBS UPI Sarjana Degree: Unpublished paper.

Arikunto. Suharsini. (2003). Prosedur Penelitian: Suatu Pendekatan Praktek

(Edisi Revisi V). Jakarta: PT, Rineka Cipta.

Beins , Bernard C. and Maureen A. McCarthy (2012). Research Methods and

Statistics. Pearson.

Best, John W. (1959). Research in Education (4th ed). Englewood Cliff, US: Prentice Hall.

Bon L, Guy. (1994). Reading Dificulties: Their Diagnosis and Correction. USA: allyn and Bacon Publishing co.inc

Brown, H.D. (2001). Teaching By Principles: An Interactive Approach to

Language Pedagogy, second edition. USA: Addison Wesley Longman,

Inc.

Carnine D, J. Silbert, and E.J. Kameeni (1980). Indirect Instruction Reading. Ohio: Meril Publishing.co. p. 45

Cohen, J. (1992). A Power Primer. Psychological Bulletin, 112, 155-159.

Cohen, L. & Manion, L. (1994). Research Methods in Education, 4th Ed., NewYork: Routledge, p. 164.

(45)

Rangga Darmawan, 2013

Davis, Randall S. (2006). Comics: A multi-dimensional teaching aid in

integrated-skills classes. Retrieved October 2009, from http:// www.

Esl-lab.com/research/comics.htm.

Day, R. R. and J. Bamford. (2002). Top Ten Principles for Teaching Extensive

Reading. 14/2. http://nflrc.hawaii.edu/rfl/October2002/

Derewianka, B. (1990). Exploring How Text Work. Australia: Primary English Teaching Association.

Dwyer, C. A. (1988). Examining The Symbiotic Relationship Between Verbal and

Visual Literacy in Terms of Facilitating Student Achievement. Reading Psychology, 3(9), 365-380.

Eisner, W. (1985). Comics and Sequential Art. Tamarac: Poorhouse Press.

Fay, D. (2009). Student Storytelling Through Sequential Art. English Teaching Forum Journal 45 number 3. Retrieved December 2009, from http://exchanges .state.gov.

Franenkel, J. R. & Wallen, N. E. (1990). How to Design and Evaluate Research in

Education. San Fransisco State University: McGraw-Hill Inc.

Gabriel, Y. (2000), Storytelling of Organizations: Facts, Fictions, and Fantasies. Oxford University Press.

Grabe, W. Stoller. (2002). Teaching and Researching Reading. Harlow: Pearson Education Limited, p. 9-17.

Hadley, A. O. (2001). Teaching Language in Context (3rd ed). Boston: Heinle & Heinle.

(46)

Hatch, Evelyn. and Hossein, farhady. (1982). Research design and statistic: for

Applied Linguistic. Massachusetts: Newbury house publisher inc.

http://www.wikipedia.com/comic.Retrieved on January 5, 2011. Oxford Learner’s

Pocket Dictionary, (New York: Oxford University Press, 2003) p. 80.

Harmer, Jeremy. The Practice of English Language Teaching. (Harlow: Longman, 2002), p. 38.

Heaton, John (1995), An Empirical Investigation of Asset Pricing With

Temporally Dependent Preference Specifications, Econometrica, vol.

63.

Jackson, Sherri, L. (2008). Research Methods and Statistics: A Critical Thinking

Approach (3rd. ed.). Wardsworth.

Juwita, Fannia. (2010). The Use of Flash Card in Improving Students’ Writing Procedural Text. Indonesia University of Education: Unpublished.

Karunia, Nur. (2011). The Effectiveness of Using Comics in Teaching Writing

Narrative Text. FPBS UPI Sarjana Degree: Unpublished paper.

Knupfer, N. N. & McLellan, H. (1996). Descriptive Research Methodologies. In D. H. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology (pp. 1196-1212). New York: Macmillan.

Kranzel, Gerald. and Janet, Moursund. (1991). Statistics for The Terrified; Second

Edition. New Jersey: Prentice Hall.

Liu, J. (2004). Effects Of Comic Strips On L2 Learners’ Reading Comprehension. TESOL Quarterly, 38(2), 225-243.

(47)

Rangga Darmawan, 2013

Merc, Ali (2013). The Effect of Comic Strip Use on Reading Comprehension of

EFL Students. International Journal on New Trends in Education and

their Implcations. Anadolu University.

McCloud, Scott. (1993). Understanding Comics: The Invisible Art. HarperCollins. McGinnis, D. J., & Smith, D. E. (1982). Analysing and Tereating Reading

Problems. New York: Macmillan Publishing Co., Inc.

Meyers, A (2005). Gateways to Academic Writing: Effective Sentences,

Paragraph and Essays, (New York: Longman, Inc, 2005), p. 52.

Munby, John. (1968). Read and Think. Hongkong: Yu Luen Offset Factory Ltd. Nunan, David. (2003). Research Methods in Language Learning. New York:

McGraw Hill.

Nurjanah, Ai Umay. (2005). Pembelajaran Menulis Karangan Narasi Dengan

Menggunakan Media Komik Sebagai Upaya Meningkatkan Keterampilan Menulis Siswa Kelas I SMKN 12 Bandung Tahun Ajaran 2004/2005. FPBS UPI Sarjana Degree: Unpublished paper

Nurmilah, Nunung. (2010). The use of Fairy-Tale Movie in teaching narrative

text. Indonesia University of Education: Unpublished.

Pearson & Johnson. (1978). Teaching Reading Comprehension. New York: Holk-Rineheart & Winston. p. 9.

Priyatno, Duwi (2010). Paham Analisa Statistik Data Dengan SPSS. Yogyakarta: Mediakom.

(48)

Purwanitasari, Lili. (2010). Using Comic Strips to Improve the Ability of Students

of SMP Negeri 2 Malang in Writing Recount Text. Faculty of Letters,

Universitas Negeri Malang: Unpublished thesis.

Rahmawati, Rahmawati. (2003). Improving students listening comprehension

through story telling technique. Indonesia University of Education:

Unpublished.

Riduwan, (2009). Skala Pengukuran Variabel – Variabel Penelitian. Bandung: Alfabeta.

Sadler K.R., and T.A.S Hayllar. (2000) Text in Action I, an English Workbook. Macmillan: Macmillan. p. 12.

Schwarz, G. (2006). Expanding literacies through graphic novels. English Journal,

95(6), 58-64.

Simanjuntak. (1988) Developing Reading Skill for English Foreign Language

Students, (Jakarta: Depdikbud. p. 4.

Smith, Carl B. (1999). “Story Map: Setting, plot, mood, theme”, The Reading Teacher, Vol. 44, No 2. p 178

Sudjana, M. A. (1996). Metode statistika. Bandung: Tarsito.

Sugiono (2010). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta.

Tarigan, Henry Guntur. (1994). Membaca dalam Kehidupan. Bandung: Angkasa. (p. 9-10)

(49)

Rangga Darmawan, 2013

Underwood, J. (1989). Hyper Card and Interactive Video. CALICO Journal. 6(3), 7-20